First Steps to Your Course Redesign

The process below will provide you a structured approach to redesigning your course for the remote environment. While the numbered steps demonstrate a linear process, as you move through the steps you may find yourself needing to return to earlier steps and adjust accordingly. With the feedback and reflection from Step 5, it will become clear that this is an iterative process, as shown in the diagram in Step 5.

Before starting to plan the content you will deliver and how you will deliver it, think about who your students are and where they might be, both geographically and their learning environment. Many students may be facing very different challenges than they normally would in a non-remote learning environment. Some of the challenges may be related to the instruction mode, as remote learning may not be their ideal or preferred mode of instruction. Some may not have access to the technology they typically would if they were on campus. Some of the challenges may be related to their personal circumstances. Lead with compassion. Listen to and meet your student’s needs.

Things to consider

  • Who are your learners?
  • Where are your learners located?
  • What are your learners' needs?

Things I can do

Now that you have a sense of who your learners are, you can step back and begin to plan how best to intentionally design and organize your course with your learners at the centre. Start with considering the role of your course in the curriculum. Where does it fit in? Is it an elective course, an upper-year required course, is it a first-year seminar course etc.? What are the course learning outcomes? By identifying the learning outcomes, and building backwards, you can ensure that your assessments and course activities are constructively aligned. Focus on active learning that will engage students and use universal design principles. There are many changes that could be made and technologies that could be employed when adapting your course to a remote environment. Don’t try to do everything! Focus on the changes that must be made to meet the essential learning outcomes.

Things to consider

  • What are my course learning outcomes?
  • What assessments and activities should I design to meet my course outcomes?
  • What content do I need to teach to meet my outcomes?
  • How will I incorporate universal design principles in my course?

Things I can do

  • Register for an offering of the Course reDesign Institute for Remote Instruction.This course includes support on topics such as redesigning assessments, student engagement, synchronous vs. asynchronous decisions, learning activities, and academic integrity.
  • Consider student workload and keep in mind remote learning often takes more time than face-to-face learning. This course workload estimator and “Time Equivalencies for Instructional Activities” table will help you in balancing the workload for your students.
  • For help with exploring Open Educational Resources or converting your existing course resources into more accessible formats, visit the library.

The “how” of implementing your changes focuses on the digital tools and technology that are available to you. These elements are often considered in conjunction with Step 2. There are many exciting options for technology and digital tools, but don’t over-rely on them or let the technology take over course planning. Use them only as needed. Go back to Step 2 and your learning outcomes and decide where it is essential to use them. Students may find themselves in technology overload given the various platforms, digital tools and software programs they may need to use to complete all their courses.

Things to consider

  • What technologies do my students have access to? You may want to ask them in a pre-course survey mentioned in Step 1
  • Which tools should I use to implement the learning activities and assessments I have decided on in Step 2?
  • Where can I simplify and limit technology requirements?
  • What technology and tools are already incorporated into CourseLink and supported by the University?

Things I can do

Remote learning can be isolating, and students often feel disconnected, which can contribute to them disengaging. It is important to closely manage your online presence to create a rapport with your social presence with students for the duration of your course. There are several strategies that are encouraged for remote instruction, such as regular synchronous check-ins, discussion board activity, announcements, and virtual office hours.

Another important element of communication is related to course expectations. Inform students of your course and assessment outcomes and the expected level of familiarity with the technology and tools you plan to use. While many students might be considered digitally adept, don’t assume that they are familiar with the breadth of technology related to the remote teaching environment. Provide clear instructions on how to use or access the technology/digital tools you choose, and training, if needed. This may include providing documents with step by step instructions containing screenshots or allowing them to test the technology with practice or no stakes assignments.

Communicate clearly, often, and transparently. Tell students how and when you will communicate with them and inform them of how best to communicate with you (mode and availability). Some students may have had minimal exposure to communicating remotely and will be unsure how to navigate this in a remote learning environment. Guide them on behavioural communication expectations in a remote environment, including interactions with you and with peers. Many of these elements can be incorporated into your course syllabus.

Things to consider

  • What do I need to tell my students and how will I tell them?
  • Which strategies will I use to create my presence online?
  • What instructions documents to I need to create for students to communicate expectations?

Things I can do

  • Check out the list of CourseLink tools available that can aid you in remotely communicating with your students.
  • Use the Course Outline Manager and Course Outline Checklist to communicate University-level expectations and policies for learning in a remote environment.

 

As part of this process, look for opportunities for formal and informal feedback – from your students and colleagues. This could take the form of an anonymous survey mid-term from students or peer input on course elements. Once you receive the feedback, reflect on what went well, what didn’t go well, and why. Be open to change. You are not expected to be an expert in remote teaching. Success in remote teaching is an iterative process and it takes time. Go back to some of the previous steps and rethink your approach (see diagram below). Consider the feedback and be willing to be flexible and change what didn’t work. Tackle the changes a bit at a time, instead of a complete overhaul of everything that did not work. While you are leading with compassion towards your students, don’t forget self-compassion. This is hard work!! You are juggling many things, much of which is not the norm. Be forgiving, take breaks, step away, reflect, and return.

Things to consider

  • What went well, what didn’t work, and why?
  • What Step(s) should I go back to that might address any issues?
  • What is the highest priority issue that needs to be addressed?
  • Do I need to step back, take a break or ask for help

Things I can do

  • Ask your students and peers for feedback.
  • Check out the diagram below to see which step makes the most sense to return to.
  • Register for an offering of the Course reDesign Institute for Remote Instruction.
  • Reach out to colleagues and the Office of Teaching and Learning (otl@uoguelph.ca) for help with your course redesign.
  • If you are struggling with navigating these uncertain times, feeling stressed and anxious, reach out to Wellness@Work. You don’t have to do this alone!

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E-mail the Office of Teaching and Learning (otl@uoguelph.ca) with any questions related to your teaching and learning needs.

Teaching Remotely